Evolution understanding is often positively connected with magnitudes of evolution acceptance, whereas religiosity mostly interferes negatively. However, comparisons between studies and countries must be treated cautiously due to the diversity of used instruments and samples. This study aims to generate new evidence concerning the interplay of evolution acceptance, evolution understanding, and religious belief by comparing the results of preservice biology teachers, school students, and self-identified creationists answering several acceptance instruments (i.e., ATEVO, GAENE, I-SEA, and MATE) while using the same measurement for understanding and belief. Results of our regression analysis indicate that belief and understanding were significant predictors but often diminished after including the interaction term of belief and understanding. When gender is included in the model, this variable is often significant. The interaction term of belief and understanding was only significant for two instruments in the group of school students. For the creationists, gender appeared as the essential term. While relationship patterns of preservice biology teachers seldom seem to be impacted by the choice of acceptance instruments (at least in correlations and regressions using only belief and understanding), this is not true for our school students and creationists. Our findings indicate that the magnitude of understanding may not mutually be the exclusive factor for (non-)acceptance. Other factors, such as gender or religiosity, might be more prominent in people's attitudes toward (controversial) topics. Our study creates new insights into the interplay of acceptance, understanding, and belief, and we encourage researchers to carefully consider their choice of instruments.

中文翻译：

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使用不同的接受措施：德国职前生物教师、中学生和神创论者对进化论接受、进化论理解和宗教信仰的相互作用

对进化论的理解通常与进化论接受程度呈正相关，而宗教信仰则大多产生负面影响。然而，由于所用仪器和样本的多样性，必须谨慎对待研究和国家之间的比较。本研究旨在通过比较职前生物学教师、学生和自我认同的神创论者回答几种接受工具（即 ATEVO、GAENE、I- SEA 和 MATE），同时使用相同的衡量标准来衡量理解和信念。我们的回归分析结果表明，信念和理解是重要的预测因素，但在纳入信念和理解的交互项后往往会减弱。当模型中包含性别时，该变量通常很重要。信念和理解的交互项仅对学生组中的两种乐器有意义。对于神创论者来说，性别似乎是基本术语。虽然职前生物教师的关系模式似乎很少受到接受工具选择的影响（至少在仅使用信念和理解的相关性和回归中），但对于我们学校的学生和神创论者来说却并非如此。我们的研究结果表明，理解的程度可能并不是相互接受（不接受）的唯一因素。其他因素，例如性别或宗教信仰，可能在人们对（有争议的）话题的态度中更为突出。我们的研究为接受、理解和信念之间的相互作用创造了新的见解，我们鼓励研究人员仔细考虑他们对仪器的选择。